‘You have to want it yourself’: how gender and socioeconomic status shape girls’ mathematical identities

This study investigates how adolescent girls from different socioeconomic backgrounds in Oslo, Norway, construct their mathematical identities. Drawing on interviews with eight girls—four attending a school in a low-SES area and four in a high-SES area—the data were analyzed using a qualitative, narrative-informed approach grounded in theories of identity, self-efficacy, and intersectionality. The findings reveal notable contrasts: girls from the low-SES school often drew motivation from effort and persistence, while those from the high-SES school tended to rely more on external validation and reported higher levels of self-doubt. Despite these differences, all participants navigated complex emotional and relational dynamics in their experiences with learning mathematics. The study highlights the need to foster inclusive classroom environments where girls, as well as all students, feel recognized, supported, and empowered to see themselves as capable mathematics learners.